Abstract:

This article introduces an initiative aimed at improving university-level education, carried out in the context of the Erasmus Plus IE3 project and focused on the renewal of courses in an industrial management master, driven by the need to incorporate new technological aspects, such as digitalization and Industry 4.0. The intention was also to promote a methodological change in the learning process by concentrating on practical project development, paying special attention to the needs of a whole new generation of learners and its particularities. This analysis builds on papers presented at previous INTED conferences that created the competency framework and methodological approach.

The paper provides added value by discussing the integrated implementation between theoretical and practical aspects when learners must cooperate with students who do not take part in the course to complete industrial projects. Furthermore, the authors assess both the theoretical knowledge acquired by the learners and their practical performance, while also considering the relationship between them. The learners' perspective, gathered through video testimonies and surveys, is significant, given that they are participants in the education, and serves to point out possible strengths and weaknesses of the initiative, with the aim to further improve this approach.

Based on the elements introduced, on the methodology and collected results, some conclusions will be formulated in order to assess the proposed approach, as well as to identify improving vectors to be considered. Recommendations in the context of the IE3 project will also be formulated.

Keywords:

Microlearning, Asynchronous Learning, Industrial Management Master, Learning Assessment.